RESUMO O processo de formação dos profissionais de saúde encontra-se no momento histórico de reformas orientado para o fortalecimento dos sistemas de saúde, com grandes desafios para esse novo século. Iniciativas para a superação dos problemas relacionados com a colaboração entre diferentes profissionais de saúde são assumidas como uma das prioridades. É partindo da necessidade de formar profissionais de saúde mais aptos à colaboração para o trabalho em equipe que a Educação Interprofissional (EIP) começa a ser valorizada em todo o mundo. O objetivo deste ensaio foi apresentar a trajetória histórica da incorporação dessa abordagem nas políticas de formação profissional em saúde do Brasil, bem como destacar os recentes avanços nessa direção. Recentemente, o Brasil passou a incorporar a EIP de forma mais clara nas políticas de reorientação da formação em saúde, processo intensificado nos últimos dois anos, o que pode ser atribuído ao reconhecimento dos formuladores de políticas para a importância da abordagem no processo de formação profissional em saúde no País, assim como à atuação de organismos internacionais de saúde que intensificaram o chamado para a sua relevância no processo de mudança do modelo de atenção à saúde.
Objectives:to compare the attitudes regarding interprofessional collaboration of health
professionals that make up the Family Health Strategy teams participating in
the ‘More Doctors’ (Mais Médicos) program; and to identify
factors associated with attitudes of interprofessional collaboration. Method:a descriptive, transversal and comparative study developed with 63 health
professionals who responded to the Jefferson Scale of Attitudes Toward
Interprofessional Collaboration. The data were statistically analyzed. Results:the sum of the scale items ranged from 88 to 139 points. The analysis of all
the Family Health teams indicated statistically significant differences
between the scores of the scale and the professional category and between
the scores and the education level, suggesting that nurses and professionals
with higher education are more inclined towards collaborative practice. The
analysis according to the profile of the doctor - Brazilian, Cuban or
foreign exchange doctor - found no statistical differences regarding the
physicians’ scores, nor in the scores of the components of teams with
different profiles. Conclusion:the profile did not suggest a statistically significant greater or lesser
inclination of the doctors or teams toward interprofessional work. This
study can support new studies which will contribute to the analysis of
inter-professional collaboration and the impact of the Mais
Médicos program.
The National Curricular Guidelines (NCGs) are important documents for understanding the history of academic health professions education in Brazil. Key policies within the NCGs have helped to reorient health professions education and have stimulated curricular changes, including active learning methodologies and more integrated teaching-service environments, and, more recently, have introduced interprofessional education (IPE) in both undergraduate and postgraduate sectors. This article presents the findings of a study that examined the NCGs for nursing, dentistry, and medicine courses as juridical foundations for adopting strategies that promote IPE across higher education institutions in Brazil. We employed a comparative and exploratory documentary analysis to understand the role of IPE and collaborative practices in NCGs for the three largest professions in Brazil. Following a thematic analysis of these texts, four key themes emerged: faculty development; competencies for teamwork; curricular structure; and learning metrics. Key findings related to each of these themes are presented and discussed in relation to the wider interprofessional literature. The article goes on to argue that the statements contained in the NCGs about adoption of IPE and collaborative practices will have an important influence in shaping the future of health professions education in Brazil.
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